Education in 19th Century Argentina: Struggles and Progress

The educational reforms in 19th-century Argentina aimed to promote civilization and democracy, emphasizing the crucial role of public education in achieving societal progress and freedom.

### Education in the Era of Rosas and Urquiza: A Struggle for Progress and Democracy
* 🌹 After the fall of the Rivadavia regime, Juan Manuel de Rosas emerged as the **avenger of Dorrego's execution**, rising to power on December 8, 1829, and beginning his rule by **fueling hatred against his political adversaries** to perpetuate his power.
* 🎓 Under Rosas' government, the educational system suffered setbacks, with **elementary education being neglected**, **teachers' salaries being cut**, and the **distinctive red badge being required for students** in public and private schools.
* 📚 Intellectual life in the country dimmed during Rosas' tyranny, leading many writers, poets, and educators to **leave the country and seek refuge abroad**, mainly in Uruguay, Chile, and Bolivia.
* 📉 The stagnation of primary education was a common issue in many provinces during this period, with some, like Entre Ríos under the government of Urquiza, making efforts to **promote education**.
* 👨 General Urquiza's actions in Entre Ríos aimed to shape the character of the future man through education, leading to the **creation of new primary schools**, the **establishment of private establishments**, and the **appointment of inspector commissions to monitor schools**.
* 🏫 In 1848, the College of Preparatory Studies of Paraná was created, and in 1840, the College of Preparatory Studies of Concepción del Uruguay was established, with the intention of giving it a **national character** by admitting students from all provinces.
* 📚 Esteban Echeverría believed that the Argentine problem was essentially an educational problem and that it was necessary to educate the people for democracy. He stated, "**The people went astray because they were not educated for the new social life inaugurated in May for democracy**." Echeverría saw the supreme goal of public education as **education for democracy**, in other words, **education for freedom**.

[Music] In the era of Rosas, with the fall of the Rivadavia regime, two governors were appointed, and one of them appointed Ascasubi as the Inspector of Schools. Ascasubi, in his first act, removed teachers and sought to annul the Lancaster system. After the execution of Dorrego, significant political consequences followed. From the shadow of the governors emerged Juan Manuel de Rosas, the avenger of his execution. Rosas rose to power on December 8, 1829, portraying himself as a friend of order and conciliation. However, he began his rule by fueling hatred against his political adversaries, seeking to perpetuate his power. His tyranny was supported by two pillars: an idolatrous cult celebrated at parish festivals and the uniformity imposed on the people. Under his government, positions were filled by individuals who were federalists. In public and private schools, the students were required to wear a distinctive red badge. He cut the budget for educators' salaries, leaving elementary education neglected by the government, causing a severe setback. The San Miguel School, an orphanage, had to close due to lack of financial resources. Intellectual life in the country dimmed during his tyranny, as writers, poets, and educators who did not support the federation had to.

Leaving the country and seeking refuge abroad, Uruguay, Chile, and Bolivia were the countries where the outlaws mainly settled, engaging in an intense and prolonged struggle for the freedom of their homeland. Just as there were leaders with vandalic and divisive tendencies, there were also cultured and progressive individuals. They founded educational institutions and promoted the development and dissemination of various cultural expressions. One of them, Justo José de Urquiza, the organizer of the fallen nation, saw tyranny abolished in some provinces. Education remained almost completely neglected by their governments, while in others, it continued to receive new impulses. It would only reach full development during the constitutional period. In San Luis, its first official school disappeared due to a law enacted in 1842, stating that the funds allocated for the payment of school teachers would be added to the state funds for its urgent needs. La Rioja and Santiago del Estero did not experience the slightest progress. In Córdoba, schools were left abandoned to their fate, so those that continued to function did so through the efforts of their teachers. Faced with this scenario, which led to the stagnation of primary education, the educational action carried out in Entre Ríos by the government of Pascual Echagüe and José Justo de Urquiza stands out. Schools were established, and school inspections were put in place, appointing the city's attorney to be accompanied by two

Neighbors were to check the progress of the children and observe the behavior of the teachers. With the government of Urquiza, new primary schools were created, private establishments began to operate, and inspector commissions were established to monitor the functioning of the schools. Urquiza entrusted Marco Sastre, whom he appointed as the general inspector of schools, to determine that the school should aim to shape the character of the future man. Education should correct the effects of childhood, always being careful to act with the utmost prudence. This educational concept logically led to the abolition of corporal punishment. To become a teacher or assistant, it was established as indispensable requirements: the profession of the Catholic faith, good customs, good character, and sufficient instruction. Marco Sastre also determined the school age, setting its limits between 7 and 15 years for boys and 6 and 14 for girls. Additionally, a fee of 8 reales that each student had to pay monthly was established. Those who certified their poverty were exempt from any expense. Finally, the regulations established the duration of the school day at six hours for boys and seven for girls, divided into morning and afternoon shifts. General Urquiza's action in the government of Entre Ríos aimed to promote the education of youth, as he saw it as a means to spread and promote civilization and elevate the province.

The highest degree of progress and advanced its first creation in the field of secondary education was the College of Preparatory Studies of Parana in 1848. In 1840, another College of Preparatory Studies was established in Concepción del Uruguay, which gave significance to this creation. General Urquiza's intention was to give a national character to the college, where students from all provinces were admitted. Therefore, the extraordinary value of the College of Concepción del Uruguay lay in the fact that it was a link of national unity. Esteban Echeverría, after studying for a few years at the College of Moral Sciences, left his studies in 1825 and traveled to Europe. In 1830, he returned to La Plata, where he introduced literary romanticism and political liberalism, amidst a tyranny in a society corrupted by despotism. This environment gave him the impetus to spread the need to regenerate the nation, fueling his social and pedagogical concerns. He was one of the main promoters of the literary salon founded in 1837, which soon shifted its interests towards economic and political issues. It was shut down by Rosas, leading its members to organize into the secret society Association of May. The escalation of violence and cruelty by the tyrant forced Echeverría to seek refuge in Montevideo in 1840. Echeverría stated that democracy demands action, innovation, and the constant exercise of all

Democracy wants us submissive to the law. For Echeverría, it was necessary to achieve the complete emancipation from colonial traditions. According to him, this would be the work of education and laws. Echeverría said, The people went astray because they were not educated for the new social life inaugurated in May for democracy. Therefore, for the transformation to be lasting, for its growth to be affirmed little by little, it is essential to start with the education of the people. The Argentine problem was seen by Echeverría as essentially an educational problem. It was necessary to educate the people for democracy. Hence, it could not be simply resolved by creating educational institutions because the mission of the state is not only to instruct but to educate with a vision of progress and sociability. Therefore, the supreme goal of public education for Echeverría was education for democracy, in other words, education for freedom.

La Educación en época de Rosas y otros caudillos del interior

Este canal tiene la finalidad de recopilar las actuaciones y ensayos de mis alumnos de la Escuela Municipal Octavio Muedra Tasquer (Concepción) , y la Escuela N°234 Capitán de Fragata Pedro Edgardo Giachino (Yucumanita), para que quede un registro de las producciones

José Daniel Ruiz

The Rise and Impact of Juan Manuel de Rosas in 19th Century Argentina

Juan Manuel de Rosas rose to power in 1829, initially presenting himself as a force for order and reconciliation, but quickly fueling hatred and seeking to maintain his own power.

His tyrannical rule led to neglect of education, with budget cuts for educators and the imposition of a distinctive red badge for students.

Rosas's regime caused a significant setback in intellectual life, leading many writers, poets, and educators to flee the country.

However, there were also progressive individuals, such as Justo José de Urquiza, who worked to abolish tyranny in some provinces and promote cultural development.

The impact of Rosas's rule led to the stagnation of primary education in many regions, but efforts in Entre Ríos stood out for establishing schools and implementing inspections to improve the situation.

Education Reforms in Urquiza's Government

Urquiza's government in Entre Ríos led to the creation of new primary schools and the establishment of inspector commissions to oversee education.

Marco Sastre was appointed as the general inspector of schools, emphasizing the importance of shaping the character of the future man and abolishing corporal punishment.

The regulations also set requirements for teachers, school age limits, student fees, and the duration of the school day, aiming to promote the education of youth to spread civilization in the province.

The Impact of Esteban Echeverría on Education and Politics

The College of Preparatory Studies in Parana and Concepción del Uruguay played a significant role in providing national unity and education.

Esteban Echeverría, influenced by his studies in La Plata, became a promoter of literary romanticism, political liberalism, and national regeneration.

Echeverría's social and pedagogical concerns led to his involvement in the literary salon and the Association of May, advocating for democracy and innovation in the face of tyranny.

The Vision of Education for Democracy by Echeverría

Echeverría believed in the complete emancipation from colonial traditions through education and laws.

He emphasized that the transformation to democracy required educating the people for the new social life, seeing the Argentine problem as essentially an educational one.

Echeverría viewed the supreme goal of public education as the education for democracy and freedom, not just the mere instruction.